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Kuo-Chen Liao & Chang-Hsuan Peng. (2023) Evolving from Didactic to Dialogic: How to Improve Faculty Development and Support Faculty Developers by Using Action Research. Teaching and Learning in Medicine 0:0, pages 1-11.
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Rosa Nelly Cavazos Montemayorr, Jose A Elizondo-Leal, Yoel Adbel Ramírez Flores, Ximena Cors Cepeda & Mildred Lopez. (2020) Understanding the dimensions of a strong-professional identity: a study of faculty developers in medical education. Medical Education Online 25:1.
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Nicolas Fernandez & Marie-Claude Audétat. (2019) Faculty development program evaluation: a need to embrace complexity. Advances in Medical Education and Practice 10, pages 191-199.
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Jehanne De Grasset, Marie-Claude Audetat, Nadia Bajwa, Nicole Jastrow, Hélène Richard-Lepouriel, Mathieu Nendaz & Noelle Junod Perron. (2018) Medical students’ professional identity development from being actors in an objective structured teaching exercise. Medical Teacher 40:11, pages 1151-1158.
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Yvonne Steinert, Karen Mann, Brownell Anderson, Bonnie Maureen Barnett, Angel Centeno, Laura Naismith, David Prideaux, John Spencer, Ellen Tullo, Thomas Viggiano, Helena Ward & Diana Dolmans. (2016) A systematic review of faculty development initiatives designed to enhance teaching effectiveness: A 10-year update: BEME Guide No. 40. Medical Teacher 38:8, pages 769-786.
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Christoph Nikendei, Miriam Friedman Ben-David, Stewart Mennin & Sören Huwendiek. (2016) Medical educators: How they define themselves – Results of an international web survey. Medical Teacher 38:7, pages 715-723.
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H. Carrie Chen, Shannon Fogh, Brent Kobashi, Arianne Teherani, Olle ten Cate & Patricia O’Sullivan. (2016) An interview study of how clinical teachers develop skills to attend to different level learners. Medical Teacher 38:6, pages 578-584.
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Articles from other publishers (15)
Paul Pålsson, Erik Hulegårdh, Mats Wahlqvist, Silvana Naredi & Katarina Jood. (2023) Physicians’ self-perceived preparedness for clinical supervision of medical students at university and non-university hospitals -results from a Swedish survey. BMC Medical Education 23:1.
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Klodiana Kolomitro, Eleftherios Soleas & Yvonne Steinert. (2023) Developing Faculty Developers: An Underexplored Realm in Professional Development. Journal of Continuing Education in the Health Professions Publish Ahead of Print.
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Mildred Lopez, Cristhian Pérez-Villalobos, Daniel Suárez & Anil Yasin Ar. (2022) The training of a new social-responsible generation of health professionals with a patient-centered vision. Ciência & Saúde Coletiva 27:8, pages 3043-3051.
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Blandine Bustamante-Helfrich, Emma Santa Maria, Jessica Bradley, Douglas Warden, Anamika Sengupta, Robyn Phillips-Madson & Toni Ungaretti. (2022) Collaborative faculty development transforms evaluation at a school of osteopathic medicine: an exploratory grounded theory study. MedEdPublish 12, pages 41.
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Mildred Vanessa López Cabrera, Christian Pérez-Villalobos & Mauricio Alberto Cortes Cely. 2021. Advancing Health Education With Telemedicine. Advancing Health Education With Telemedicine
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Mildred Vanessa López Cabrera, Silvia Lizett Olivares Olivares & Yolanda Heredia Escorza. (2020) Professional Culture in Medical Schools: A Medical Educator Interpretation. Medical Science Educator 30:1, pages 281-286.
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Danielle F. Royer. (2017) A Model Curriculum for Developing Teaching Competencies in Future Medical Educators. Medical Science Educator 28:1, pages 89-100.
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Peter Dieckmann, Mary Patterson, Saadi Lahlou, Jessica Mesman, Patrik Nyström & Ralf Krage. (2017) Variation and adaptation: learning from success in patient safety-oriented simulation training. Advances in Simulation 2:1.
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W. Hartford, L. Nimmon & T. Stenfors. (2017) Frontline learning of medical teaching: “you pick up as you go through work and practice”. BMC Medical Education 17:1.
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Elaine L. Sigalet, Joanne L. Davies, Ella A. Scott, Guy F. Brisseau, Joseph B. Shumway & Barbara J. Blackie. (2016) Designing interprofessional simulation based faculty development in a new women and children's hospital in the Middle East: A pilot study. Journal of Taibah University Medical Sciences 11:6, pages 594-600.
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P. Cantillon, M. D’Eath, W. De Grave & T. Dornan. (2016) How do clinicians become teachers? A communities of practice perspective. Advances in Health Sciences Education 21:5, pages 991-1008.
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Edward A. Luce. (2016) The Future of Plastic Surgery Resident Education. Plastic and Reconstructive Surgery 137:3, pages 1063-1070.
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María Esther Urrutia-Aguilar, Rosalinda Guevara-Guzmán & Mónica Beatriz Aburto-Arciniega. (2014) Efecto de un curso-taller de formación docente sobre los referentes pedagógicos de profesores de Embriología. Investigación en Educación Médica 3:12, pages 198-203.
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